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You searched for subject:(Ability grouping in education ). Showing records 1 – 30 of 234305 total matches.

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Central Connecticut State University

1. Kidwell, Ruth E. (Ruth Emily), 1981-. Stuck in the Middle with You : A Glimpse into the Practices and Expectations of Middle-Track Classrooms.

Degree: Department of Educational Leadership, 2014, Central Connecticut State University

As the ongoing debate surrounding tracking develops, one population continues to be left out of the picture  – the middle-track students. Though much literature exists… (more)

Subjects/Keywords: Track system (Education); Ability grouping in education.

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APA (6th Edition):

Kidwell, Ruth E. (Ruth Emily), 1. (2014). Stuck in the Middle with You : A Glimpse into the Practices and Expectations of Middle-Track Classrooms. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2029

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kidwell, Ruth E. (Ruth Emily), 1981-. “Stuck in the Middle with You : A Glimpse into the Practices and Expectations of Middle-Track Classrooms.” 2014. Thesis, Central Connecticut State University. Accessed August 24, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2029.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kidwell, Ruth E. (Ruth Emily), 1981-. “Stuck in the Middle with You : A Glimpse into the Practices and Expectations of Middle-Track Classrooms.” 2014. Web. 24 Aug 2019.

Vancouver:

Kidwell, Ruth E. (Ruth Emily) 1. Stuck in the Middle with You : A Glimpse into the Practices and Expectations of Middle-Track Classrooms. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2019 Aug 24]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2029.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kidwell, Ruth E. (Ruth Emily) 1. Stuck in the Middle with You : A Glimpse into the Practices and Expectations of Middle-Track Classrooms. [Thesis]. Central Connecticut State University; 2014. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2029

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Sacramento

2. Bader, Ida C. Ability grouping in the area of reading.

Degree: MA, Education (Elementary Education, 2015, California State University – Sacramento

The intent of this study is to describe and evaluate a plan of ability grouping which was used in the third grades at Hagginwood School, North Sacramento, California, during the years 1954-1957 and to consider the relative effectiveness of the grouping plans employed. Advisors/Committee Members: Bamman, Henry A..

Subjects/Keywords: Ability grouping in education; Reading (Elementary)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bader, I. C. (2015). Ability grouping in the area of reading. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/140141

Chicago Manual of Style (16th Edition):

Bader, Ida C. “Ability grouping in the area of reading.” 2015. Masters Thesis, California State University – Sacramento. Accessed August 24, 2019. http://hdl.handle.net/10211.3/140141.

MLA Handbook (7th Edition):

Bader, Ida C. “Ability grouping in the area of reading.” 2015. Web. 24 Aug 2019.

Vancouver:

Bader IC. Ability grouping in the area of reading. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10211.3/140141.

Council of Science Editors:

Bader IC. Ability grouping in the area of reading. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/140141


Montana State University

3. Fiala, Andrew. Using differentiated physics homework to create self-regulated learners.

Degree: Graduate School, 2016, Montana State University

 At the beginning of the year students were taught the Question Formulation Technique  – a process that introduces the ideas of metacognition, convergent, and divergent… (more)

Subjects/Keywords: Physics.; Ability grouping in education.; Homework.

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APA (6th Edition):

Fiala, A. (2016). Using differentiated physics homework to create self-regulated learners. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10044

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fiala, Andrew. “Using differentiated physics homework to create self-regulated learners.” 2016. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10044.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fiala, Andrew. “Using differentiated physics homework to create self-regulated learners.” 2016. Web. 24 Aug 2019.

Vancouver:

Fiala A. Using differentiated physics homework to create self-regulated learners. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10044.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fiala A. Using differentiated physics homework to create self-regulated learners. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10044

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Utah Valley University

4. Wakefield, Wendy. The Effect of Detracking on the Elementary School Experience of English Language Learners.

Degree: 2010, Utah Valley University

English language learners are often highly overrepresented in the lowest academic tracks in American schools. Therefore, the purpose of this study was to discover if… (more)

Subjects/Keywords: Education, Elementary; Track system (Education); Ability grouping in education; Dissertations, Academic

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APA (6th Edition):

Wakefield, W. (2010). The Effect of Detracking on the Elementary School Experience of English Language Learners. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,201

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wakefield, Wendy. “The Effect of Detracking on the Elementary School Experience of English Language Learners.” 2010. Thesis, Utah Valley University. Accessed August 24, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,201.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wakefield, Wendy. “The Effect of Detracking on the Elementary School Experience of English Language Learners.” 2010. Web. 24 Aug 2019.

Vancouver:

Wakefield W. The Effect of Detracking on the Elementary School Experience of English Language Learners. [Internet] [Thesis]. Utah Valley University; 2010. [cited 2019 Aug 24]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,201.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wakefield W. The Effect of Detracking on the Elementary School Experience of English Language Learners. [Thesis]. Utah Valley University; 2010. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,201

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

5. Screnar, Rachel Katherine. Differentiated math instruction in a mixed ability fifth-grade classroom.

Degree: Graduate School, 2012, Montana State University

 My classroom has children of varied background knowledge, learning differences, and readiness to learn. During math I often find myself teaching to the middle, neglecting… (more)

Subjects/Keywords: Mathematics Study and teaching.; Ability grouping in education.; Education, Primary.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Screnar, R. K. (2012). Differentiated math instruction in a mixed ability fifth-grade classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2232

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Screnar, Rachel Katherine. “Differentiated math instruction in a mixed ability fifth-grade classroom.” 2012. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2232.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Screnar, Rachel Katherine. “Differentiated math instruction in a mixed ability fifth-grade classroom.” 2012. Web. 24 Aug 2019.

Vancouver:

Screnar RK. Differentiated math instruction in a mixed ability fifth-grade classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2232.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Screnar RK. Differentiated math instruction in a mixed ability fifth-grade classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2232

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

6. White, Dwayne Matthew. Differentiated instruction in the science classroom : student perception, engagement, and learning.

Degree: Graduate School, 2015, Montana State University

 Students have varying backgrounds and learning abilities. One philosophy of education, differentiated instruction, seeks to meet this diversity of student needs by offering a variety… (more)

Subjects/Keywords: Science Study and teaching.; Ability grouping in education.; Education, Primary.

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APA (6th Edition):

White, D. M. (2015). Differentiated instruction in the science classroom : student perception, engagement, and learning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

White, Dwayne Matthew. “Differentiated instruction in the science classroom : student perception, engagement, and learning.” 2015. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

White, Dwayne Matthew. “Differentiated instruction in the science classroom : student perception, engagement, and learning.” 2015. Web. 24 Aug 2019.

Vancouver:

White DM. Differentiated instruction in the science classroom : student perception, engagement, and learning. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

White DM. Differentiated instruction in the science classroom : student perception, engagement, and learning. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Michigan State University

7. Christian, Mary T. A study of the dimensions of the nongraded school concept.

Degree: PhD, School of Education, 1967, Michigan State University

Subjects/Keywords: Ability grouping in education; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christian, M. T. (1967). A study of the dimensions of the nongraded school concept. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:34297

Chicago Manual of Style (16th Edition):

Christian, Mary T. “A study of the dimensions of the nongraded school concept.” 1967. Doctoral Dissertation, Michigan State University. Accessed August 24, 2019. http://etd.lib.msu.edu/islandora/object/etd:34297.

MLA Handbook (7th Edition):

Christian, Mary T. “A study of the dimensions of the nongraded school concept.” 1967. Web. 24 Aug 2019.

Vancouver:

Christian MT. A study of the dimensions of the nongraded school concept. [Internet] [Doctoral dissertation]. Michigan State University; 1967. [cited 2019 Aug 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:34297.

Council of Science Editors:

Christian MT. A study of the dimensions of the nongraded school concept. [Doctoral Dissertation]. Michigan State University; 1967. Available from: http://etd.lib.msu.edu/islandora/object/etd:34297


California State University – East Bay

8. Merritt, Dolores I. Social and Curricular Implications of Grouping in the Ethnically Diversified Community.

Degree: 1966, California State University – East Bay

 This thesis is a discussion of the social and curricular implications of ability grouping practices in ethnically diversified communities. The author formulates questions that should… (more)

Subjects/Keywords: Ability grouping in education

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APA (6th Edition):

Merritt, D. I. (1966). Social and Curricular Implications of Grouping in the Ethnically Diversified Community. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/120670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Merritt, Dolores I. “Social and Curricular Implications of Grouping in the Ethnically Diversified Community.” 1966. Thesis, California State University – East Bay. Accessed August 24, 2019. http://hdl.handle.net/10211.3/120670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Merritt, Dolores I. “Social and Curricular Implications of Grouping in the Ethnically Diversified Community.” 1966. Web. 24 Aug 2019.

Vancouver:

Merritt DI. Social and Curricular Implications of Grouping in the Ethnically Diversified Community. [Internet] [Thesis]. California State University – East Bay; 1966. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10211.3/120670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Merritt DI. Social and Curricular Implications of Grouping in the Ethnically Diversified Community. [Thesis]. California State University – East Bay; 1966. Available from: http://hdl.handle.net/10211.3/120670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Central Connecticut State University

9. Boroczky, Melinda A., 1985-. Taking a Serious Consideration of Student Placement.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

The purpose of the study is to shed light on the need for more effective course level placement policies. This study examines the math history… (more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary); Ability grouping in education.

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APA (6th Edition):

Boroczky, Melinda A., 1. (2012). Taking a Serious Consideration of Student Placement. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1813

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boroczky, Melinda A., 1985-. “Taking a Serious Consideration of Student Placement.” 2012. Thesis, Central Connecticut State University. Accessed August 24, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1813.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boroczky, Melinda A., 1985-. “Taking a Serious Consideration of Student Placement.” 2012. Web. 24 Aug 2019.

Vancouver:

Boroczky, Melinda A. 1. Taking a Serious Consideration of Student Placement. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Aug 24]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1813.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boroczky, Melinda A. 1. Taking a Serious Consideration of Student Placement. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1813

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

10. Davis, Kristina Lynn. The effect of homogeneous ability grouping in math class on student achievement and attitudes about math.

Degree: Graduate School, 2012, Montana State University

 In this investigation the students in fifth through eighth grades were placed in math classes based on their ability (homogenous grouping). MAP math test scores… (more)

Subjects/Keywords: Science Study and teaching.; Ability grouping in education.; Middle school students.

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APA (6th Edition):

Davis, K. L. (2012). The effect of homogeneous ability grouping in math class on student achievement and attitudes about math. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davis, Kristina Lynn. “The effect of homogeneous ability grouping in math class on student achievement and attitudes about math.” 2012. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davis, Kristina Lynn. “The effect of homogeneous ability grouping in math class on student achievement and attitudes about math.” 2012. Web. 24 Aug 2019.

Vancouver:

Davis KL. The effect of homogeneous ability grouping in math class on student achievement and attitudes about math. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis KL. The effect of homogeneous ability grouping in math class on student achievement and attitudes about math. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

11. Moyer, Robert A. Evaluating different levels of inquiry in the science classroom.

Degree: Graduate School, 2012, Montana State University

 Over the course of two weeks, five lessons were conducted; each lesson was designed with a different level of inquiry. The levels of inquiry ranged… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.; Ability grouping in education.

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APA (6th Edition):

Moyer, R. A. (2012). Evaluating different levels of inquiry in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moyer, Robert A. “Evaluating different levels of inquiry in the science classroom.” 2012. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moyer, Robert A. “Evaluating different levels of inquiry in the science classroom.” 2012. Web. 24 Aug 2019.

Vancouver:

Moyer RA. Evaluating different levels of inquiry in the science classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moyer RA. Evaluating different levels of inquiry in the science classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

12. Kinsberg, Batya Rena. The effects of differentiating instruction in a mixed-ability middle school science class.

Degree: Graduate School, 2012, Montana State University

 This study examined the effects of differentiating instruction in a sixth grade earth science classroom. During three lessons within one unit of study, tiered instructional… (more)

Subjects/Keywords: Earth sciences.; Mixed ability grouping in education.; Middle school students.

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APA (6th Edition):

Kinsberg, B. R. (2012). The effects of differentiating instruction in a mixed-ability middle school science class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kinsberg, Batya Rena. “The effects of differentiating instruction in a mixed-ability middle school science class.” 2012. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kinsberg, Batya Rena. “The effects of differentiating instruction in a mixed-ability middle school science class.” 2012. Web. 24 Aug 2019.

Vancouver:

Kinsberg BR. The effects of differentiating instruction in a mixed-ability middle school science class. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kinsberg BR. The effects of differentiating instruction in a mixed-ability middle school science class. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Oregon State University

13. Lambson, Bob. An evaluation of academic placement practices for seventh grade students in a Santa Monica, California, junior high school.

Degree: EdD, Education, 1963, Oregon State University

 This study proposed to evaluate current practices for ability placement of pupils entering seventh grade English, social studies, and arithmetic classes in a selected junior… (more)

Subjects/Keywords: Ability grouping in education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lambson, B. (1963). An evaluation of academic placement practices for seventh grade students in a Santa Monica, California, junior high school. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/38480

Chicago Manual of Style (16th Edition):

Lambson, Bob. “An evaluation of academic placement practices for seventh grade students in a Santa Monica, California, junior high school.” 1963. Doctoral Dissertation, Oregon State University. Accessed August 24, 2019. http://hdl.handle.net/1957/38480.

MLA Handbook (7th Edition):

Lambson, Bob. “An evaluation of academic placement practices for seventh grade students in a Santa Monica, California, junior high school.” 1963. Web. 24 Aug 2019.

Vancouver:

Lambson B. An evaluation of academic placement practices for seventh grade students in a Santa Monica, California, junior high school. [Internet] [Doctoral dissertation]. Oregon State University; 1963. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1957/38480.

Council of Science Editors:

Lambson B. An evaluation of academic placement practices for seventh grade students in a Santa Monica, California, junior high school. [Doctoral Dissertation]. Oregon State University; 1963. Available from: http://hdl.handle.net/1957/38480


California State University – Sacramento

14. Snider, Janet Thornton. A study of a plan of ability grouping in the seventh and eighth grades of the Del Paso Heights elementary school.

Degree: MA, Education (Educational Administration, 2017, California State University – Sacramento

Part of a retrospective digitization project. Advisors/Committee Members: Stephenson, Harold H..

Subjects/Keywords: Ability grouping in education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Snider, J. T. (2017). A study of a plan of ability grouping in the seventh and eighth grades of the Del Paso Heights elementary school. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/193794

Chicago Manual of Style (16th Edition):

Snider, Janet Thornton. “A study of a plan of ability grouping in the seventh and eighth grades of the Del Paso Heights elementary school.” 2017. Masters Thesis, California State University – Sacramento. Accessed August 24, 2019. http://hdl.handle.net/10211.3/193794.

MLA Handbook (7th Edition):

Snider, Janet Thornton. “A study of a plan of ability grouping in the seventh and eighth grades of the Del Paso Heights elementary school.” 2017. Web. 24 Aug 2019.

Vancouver:

Snider JT. A study of a plan of ability grouping in the seventh and eighth grades of the Del Paso Heights elementary school. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10211.3/193794.

Council of Science Editors:

Snider JT. A study of a plan of ability grouping in the seventh and eighth grades of the Del Paso Heights elementary school. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/193794


Kansas State University

15. Gay, Mary Helen. The differences in academic achievement of pupils attending nongraded schools as compared with that of pupils attending graded schools.

Degree: 1973, Kansas State University

Subjects/Keywords: Ability grouping in education

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APA (6th Edition):

Gay, M. H. (1973). The differences in academic achievement of pupils attending nongraded schools as compared with that of pupils attending graded schools. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/8218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gay, Mary Helen. “The differences in academic achievement of pupils attending nongraded schools as compared with that of pupils attending graded schools.” 1973. Thesis, Kansas State University. Accessed August 24, 2019. http://hdl.handle.net/2097/8218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gay, Mary Helen. “The differences in academic achievement of pupils attending nongraded schools as compared with that of pupils attending graded schools.” 1973. Web. 24 Aug 2019.

Vancouver:

Gay MH. The differences in academic achievement of pupils attending nongraded schools as compared with that of pupils attending graded schools. [Internet] [Thesis]. Kansas State University; 1973. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/2097/8218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gay MH. The differences in academic achievement of pupils attending nongraded schools as compared with that of pupils attending graded schools. [Thesis]. Kansas State University; 1973. Available from: http://hdl.handle.net/2097/8218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

16. Friedlund, Andrew J. Teaching science to learners of an introverted type.

Degree: Graduate School, 2016, Montana State University

 Last year the principal team at the high school where I teach made a rule that math classrooms had to organize student desks in cooperative… (more)

Subjects/Keywords: High school students.; Mathematics.; Ability grouping in education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Friedlund, A. J. (2016). Teaching science to learners of an introverted type. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10053

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Friedlund, Andrew J. “Teaching science to learners of an introverted type.” 2016. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10053.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Friedlund, Andrew J. “Teaching science to learners of an introverted type.” 2016. Web. 24 Aug 2019.

Vancouver:

Friedlund AJ. Teaching science to learners of an introverted type. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10053.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Friedlund AJ. Teaching science to learners of an introverted type. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10053

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Michigan State University

17. Phillips, James Archibald, Jr. Ability grouping and teacher attitudes : an exploratory study of junior high school teachers and their commitment to ability grouping.

Degree: PhD, 1961, Michigan State University

Subjects/Keywords: Ability grouping in education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Phillips, James Archibald, J. (1961). Ability grouping and teacher attitudes : an exploratory study of junior high school teachers and their commitment to ability grouping. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:27541

Chicago Manual of Style (16th Edition):

Phillips, James Archibald, Jr. “Ability grouping and teacher attitudes : an exploratory study of junior high school teachers and their commitment to ability grouping.” 1961. Doctoral Dissertation, Michigan State University. Accessed August 24, 2019. http://etd.lib.msu.edu/islandora/object/etd:27541.

MLA Handbook (7th Edition):

Phillips, James Archibald, Jr. “Ability grouping and teacher attitudes : an exploratory study of junior high school teachers and their commitment to ability grouping.” 1961. Web. 24 Aug 2019.

Vancouver:

Phillips, James Archibald J. Ability grouping and teacher attitudes : an exploratory study of junior high school teachers and their commitment to ability grouping. [Internet] [Doctoral dissertation]. Michigan State University; 1961. [cited 2019 Aug 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:27541.

Council of Science Editors:

Phillips, James Archibald J. Ability grouping and teacher attitudes : an exploratory study of junior high school teachers and their commitment to ability grouping. [Doctoral Dissertation]. Michigan State University; 1961. Available from: http://etd.lib.msu.edu/islandora/object/etd:27541


Michigan State University

18. Katz, Barry Marc, 1947-. A multivariate approach to testing for homogeneity of correlated propertions.

Degree: PhD, Department of Counseling, Personnel Services, and Educational Psychology, 1975, Michigan State University

Subjects/Keywords: Ability grouping in education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Katz, Barry Marc, 1. (1975). A multivariate approach to testing for homogeneity of correlated propertions. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:18396

Chicago Manual of Style (16th Edition):

Katz, Barry Marc, 1947-. “A multivariate approach to testing for homogeneity of correlated propertions.” 1975. Doctoral Dissertation, Michigan State University. Accessed August 24, 2019. http://etd.lib.msu.edu/islandora/object/etd:18396.

MLA Handbook (7th Edition):

Katz, Barry Marc, 1947-. “A multivariate approach to testing for homogeneity of correlated propertions.” 1975. Web. 24 Aug 2019.

Vancouver:

Katz, Barry Marc 1. A multivariate approach to testing for homogeneity of correlated propertions. [Internet] [Doctoral dissertation]. Michigan State University; 1975. [cited 2019 Aug 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:18396.

Council of Science Editors:

Katz, Barry Marc 1. A multivariate approach to testing for homogeneity of correlated propertions. [Doctoral Dissertation]. Michigan State University; 1975. Available from: http://etd.lib.msu.edu/islandora/object/etd:18396


Rutgers University

19. James-Barber, Desiree, 1959-. An investigation of factors that influence Black suburban enrollment in honors and advanced classes.

Degree: PhD, Urban Systems, 2016, Rutgers University

Research has demonstrated that there is a Black-White academic achievement gap across the United States. This academic achievement gap is evident in college graduation rates,… (more)

Subjects/Keywords: Ability grouping in education; Academic achievement; African American students

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

James-Barber, Desiree, 1. (2016). An investigation of factors that influence Black suburban enrollment in honors and advanced classes. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/50594/

Chicago Manual of Style (16th Edition):

James-Barber, Desiree, 1959-. “An investigation of factors that influence Black suburban enrollment in honors and advanced classes.” 2016. Doctoral Dissertation, Rutgers University. Accessed August 24, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/50594/.

MLA Handbook (7th Edition):

James-Barber, Desiree, 1959-. “An investigation of factors that influence Black suburban enrollment in honors and advanced classes.” 2016. Web. 24 Aug 2019.

Vancouver:

James-Barber, Desiree 1. An investigation of factors that influence Black suburban enrollment in honors and advanced classes. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2019 Aug 24]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/50594/.

Council of Science Editors:

James-Barber, Desiree 1. An investigation of factors that influence Black suburban enrollment in honors and advanced classes. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/50594/


Cape Peninsula University of Technology

20. As, Adrienne van. 'n Ondersoek na die gebruik en ontwikkeling van onderrig- en leermateriaal in multigraadskole in die Wellington Landdrosdistrik .

Degree: 2009, Cape Peninsula University of Technology

 Multigrade classrooms face a lot of challenges because of their unique circumstances where more than one grade is combined in one classroom with one teacher.… (more)

Subjects/Keywords: Mainstreaming in education  – South Africa; Mixed ability grouping in education  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

As, A. v. (2009). 'n Ondersoek na die gebruik en ontwikkeling van onderrig- en leermateriaal in multigraadskole in die Wellington Landdrosdistrik . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1884

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

As, Adrienne van. “'n Ondersoek na die gebruik en ontwikkeling van onderrig- en leermateriaal in multigraadskole in die Wellington Landdrosdistrik .” 2009. Thesis, Cape Peninsula University of Technology. Accessed August 24, 2019. http://etd.cput.ac.za/handle/20.500.11838/1884.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

As, Adrienne van. “'n Ondersoek na die gebruik en ontwikkeling van onderrig- en leermateriaal in multigraadskole in die Wellington Landdrosdistrik .” 2009. Web. 24 Aug 2019.

Vancouver:

As Av. 'n Ondersoek na die gebruik en ontwikkeling van onderrig- en leermateriaal in multigraadskole in die Wellington Landdrosdistrik . [Internet] [Thesis]. Cape Peninsula University of Technology; 2009. [cited 2019 Aug 24]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1884.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

As Av. 'n Ondersoek na die gebruik en ontwikkeling van onderrig- en leermateriaal in multigraadskole in die Wellington Landdrosdistrik . [Thesis]. Cape Peninsula University of Technology; 2009. Available from: http://etd.cput.ac.za/handle/20.500.11838/1884

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

21. Christman, Jessica L. Performance-based cluster grouping in ninth grade honors physics.

Degree: College of Letters & Science, 2017, Montana State University

 Gifted students at Twin Valley High School often report that they are not academically challenged during their freshman year. A lack of rigor may promote… (more)

Subjects/Keywords: Physics.; Physical sciences.; Ninth grade (Education).; Ability grouping in education.; Advanced placement programs (Education).

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christman, J. L. (2017). Performance-based cluster grouping in ninth grade honors physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Christman, Jessica L. “Performance-based cluster grouping in ninth grade honors physics.” 2017. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Christman, Jessica L. “Performance-based cluster grouping in ninth grade honors physics.” 2017. Web. 24 Aug 2019.

Vancouver:

Christman JL. Performance-based cluster grouping in ninth grade honors physics. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christman JL. Performance-based cluster grouping in ninth grade honors physics. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Carolina University

22. Sherrod, Lynn. Student Grouping in Secondary Education.

Degree: 2013, East Carolina University

 How to group students in secondary education in order to meet the rigorous state academic standards is a topic of concern in the educational arena.… (more)

Subjects/Keywords: Education; Educational psychology; Educational administration; Academic ability grouping; Differentiated instruction; Heterogeneous grouping; Homogeneous grouping; Middle schools; Student grouping; Ability grouping in education – United States; High school students – United States; Learning ability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sherrod, L. (2013). Student Grouping in Secondary Education. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4347

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sherrod, Lynn. “Student Grouping in Secondary Education.” 2013. Thesis, East Carolina University. Accessed August 24, 2019. http://hdl.handle.net/10342/4347.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sherrod, Lynn. “Student Grouping in Secondary Education.” 2013. Web. 24 Aug 2019.

Vancouver:

Sherrod L. Student Grouping in Secondary Education. [Internet] [Thesis]. East Carolina University; 2013. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10342/4347.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sherrod L. Student Grouping in Secondary Education. [Thesis]. East Carolina University; 2013. Available from: http://hdl.handle.net/10342/4347

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kennesaw State University

23. Farrant, Aaron. THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2017, Kennesaw State University

  Educators know children need to learn at a level that is appropriately challenging for them. If the material is too difficult, the children will… (more)

Subjects/Keywords: Multiage grouping; self-esteem; ability grouping; grouping models; dyslexia; differentiation; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Farrant, A. (2017). THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Farrant, Aaron. “THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS.” 2017. Thesis, Kennesaw State University. Accessed August 24, 2019. https://digitalcommons.kennesaw.edu/educleaddoc_etd/8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Farrant, Aaron. “THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS.” 2017. Web. 24 Aug 2019.

Vancouver:

Farrant A. THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Aug 24]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farrant A. THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Shaw, Donald D. Grouping for Instruction in the Elementary School .

Degree: 1962, Drake U

Subjects/Keywords: Mixed ability grouping in education – Education (Elementary); Ability grouping in education – Education (Elementary)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shaw, D. D. (1962). Grouping for Instruction in the Elementary School . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shaw, Donald D. “Grouping for Instruction in the Elementary School .” 1962. Thesis, Drake U. Accessed August 24, 2019. http://hdl.handle.net/2092/1654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shaw, Donald D. “Grouping for Instruction in the Elementary School .” 1962. Web. 24 Aug 2019.

Vancouver:

Shaw DD. Grouping for Instruction in the Elementary School . [Internet] [Thesis]. Drake U; 1962. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/2092/1654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shaw DD. Grouping for Instruction in the Elementary School . [Thesis]. Drake U; 1962. Available from: http://hdl.handle.net/2092/1654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

25. Brewer, Emery. A survey of arithmetic intra-class grouping practices in the elementary schools of Ohio.

Degree: PhD, Graduate School, 1963, The Ohio State University

Subjects/Keywords: Education; Arithmetic; Ability grouping in education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brewer, E. (1963). A survey of arithmetic intra-class grouping practices in the elementary schools of Ohio. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486555089599115

Chicago Manual of Style (16th Edition):

Brewer, Emery. “A survey of arithmetic intra-class grouping practices in the elementary schools of Ohio.” 1963. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486555089599115.

MLA Handbook (7th Edition):

Brewer, Emery. “A survey of arithmetic intra-class grouping practices in the elementary schools of Ohio.” 1963. Web. 24 Aug 2019.

Vancouver:

Brewer E. A survey of arithmetic intra-class grouping practices in the elementary schools of Ohio. [Internet] [Doctoral dissertation]. The Ohio State University; 1963. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486555089599115.

Council of Science Editors:

Brewer E. A survey of arithmetic intra-class grouping practices in the elementary schools of Ohio. [Doctoral Dissertation]. The Ohio State University; 1963. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486555089599115


The Ohio State University

26. Mader, David G. A study of strategies for selection of students for individually paced sections of a college mathematics course .

Degree: PhD, Graduate School, 1971, The Ohio State University

Subjects/Keywords: Education; Ability grouping in education; Mathematics

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APA (6th Edition):

Mader, D. G. (1971). A study of strategies for selection of students for individually paced sections of a college mathematics course . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486724793024733

Chicago Manual of Style (16th Edition):

Mader, David G. “A study of strategies for selection of students for individually paced sections of a college mathematics course .” 1971. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486724793024733.

MLA Handbook (7th Edition):

Mader, David G. “A study of strategies for selection of students for individually paced sections of a college mathematics course .” 1971. Web. 24 Aug 2019.

Vancouver:

Mader DG. A study of strategies for selection of students for individually paced sections of a college mathematics course . [Internet] [Doctoral dissertation]. The Ohio State University; 1971. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486724793024733.

Council of Science Editors:

Mader DG. A study of strategies for selection of students for individually paced sections of a college mathematics course . [Doctoral Dissertation]. The Ohio State University; 1971. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486724793024733


Utah Valley University

27. Burton, Rachael. The Effect of Guided Math Groups on the Performance of Third-Grade Elementary Students in Mathematics.

Degree: 2010, Utah Valley University

The purpose of this study was to compare the mathematics achievement of third-grade students who were taught mathematics using guided math groups with students who… (more)

Subjects/Keywords: Ability grouping in education; Education, Elementary; Mathematics – Study and teaching; Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Burton, R. (2010). The Effect of Guided Math Groups on the Performance of Third-Grade Elementary Students in Mathematics. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Burton, Rachael. “The Effect of Guided Math Groups on the Performance of Third-Grade Elementary Students in Mathematics.” 2010. Thesis, Utah Valley University. Accessed August 24, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Burton, Rachael. “The Effect of Guided Math Groups on the Performance of Third-Grade Elementary Students in Mathematics.” 2010. Web. 24 Aug 2019.

Vancouver:

Burton R. The Effect of Guided Math Groups on the Performance of Third-Grade Elementary Students in Mathematics. [Internet] [Thesis]. Utah Valley University; 2010. [cited 2019 Aug 24]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burton R. The Effect of Guided Math Groups on the Performance of Third-Grade Elementary Students in Mathematics. [Thesis]. Utah Valley University; 2010. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ryerson University

28. MacDonald, Jean. Narratives as reflective practice in multi-age child care centres.

Degree: 2010, Ryerson University

 This study used narrative inquiry to collect the stories of educators working in a multiage setting. Interviews with five staff from two centres in Ontario… (more)

Subjects/Keywords: Education  – Experimental methods.; Combination of grades.; Nongraded schools.; Ability grouping in education  – Canada.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

MacDonald, J. (2010). Narratives as reflective practice in multi-age child care centres. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

MacDonald, Jean. “Narratives as reflective practice in multi-age child care centres.” 2010. Thesis, Ryerson University. Accessed August 24, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

MacDonald, Jean. “Narratives as reflective practice in multi-age child care centres.” 2010. Web. 24 Aug 2019.

Vancouver:

MacDonald J. Narratives as reflective practice in multi-age child care centres. [Internet] [Thesis]. Ryerson University; 2010. [cited 2019 Aug 24]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MacDonald J. Narratives as reflective practice in multi-age child care centres. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


McGill University

29. Adi, Rachel U. Nwamaka. The self-concept of B stream pupils as related to streaming on the basis of ability and attainment.

Degree: MA, Faculty of Education, 1967, McGill University

Subjects/Keywords: Ability grouping in education; Education, General.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adi, R. U. N. (1967). The self-concept of B stream pupils as related to streaming on the basis of ability and attainment. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile43881.pdf

Chicago Manual of Style (16th Edition):

Adi, Rachel U Nwamaka. “The self-concept of B stream pupils as related to streaming on the basis of ability and attainment.” 1967. Masters Thesis, McGill University. Accessed August 24, 2019. http://digitool.library.mcgill.ca/thesisfile43881.pdf.

MLA Handbook (7th Edition):

Adi, Rachel U Nwamaka. “The self-concept of B stream pupils as related to streaming on the basis of ability and attainment.” 1967. Web. 24 Aug 2019.

Vancouver:

Adi RUN. The self-concept of B stream pupils as related to streaming on the basis of ability and attainment. [Internet] [Masters thesis]. McGill University; 1967. [cited 2019 Aug 24]. Available from: http://digitool.library.mcgill.ca/thesisfile43881.pdf.

Council of Science Editors:

Adi RUN. The self-concept of B stream pupils as related to streaming on the basis of ability and attainment. [Masters Thesis]. McGill University; 1967. Available from: http://digitool.library.mcgill.ca/thesisfile43881.pdf


Montana State University

30. Hecker, Francis E. An investigation into the use and value of homogeneous grouping in teaching the individual child in grades 1-6 in the public schools of Wyoming.

Degree: 1962, Montana State University

Subjects/Keywords: Ability grouping in education.; Education, Elementary.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hecker, F. E. (1962). An investigation into the use and value of homogeneous grouping in teaching the individual child in grades 1-6 in the public schools of Wyoming. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hecker, Francis E. “An investigation into the use and value of homogeneous grouping in teaching the individual child in grades 1-6 in the public schools of Wyoming.” 1962. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hecker, Francis E. “An investigation into the use and value of homogeneous grouping in teaching the individual child in grades 1-6 in the public schools of Wyoming.” 1962. Web. 24 Aug 2019.

Vancouver:

Hecker FE. An investigation into the use and value of homogeneous grouping in teaching the individual child in grades 1-6 in the public schools of Wyoming. [Internet] [Thesis]. Montana State University; 1962. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hecker FE. An investigation into the use and value of homogeneous grouping in teaching the individual child in grades 1-6 in the public schools of Wyoming. [Thesis]. Montana State University; 1962. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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